An Explicit or Implicit Curriculum: Which Is Better for Young Children?

Burton, Leon H.

An explicit curriculum is one that has been carefully designed, pilot tested by teachers and students, and then presented or published. An implicit curriculum is one that is crafted within the thinking processes of individual teachers but not written down or published, and therefore not able to be replicated by others. Based upon the assumption that the curriculum approach used in educating young children should be based on goals for guiding their education in a systematic way, this paper addresses the relative value of explicit and implicit curriculum approaches for young children. The paper uses the definition of curriculum from the National Association for the Education of Young Children as a basis for comments regarding explicit and implicit curricula in the following areas: (1) subject area knowledge structures, presenting examples of content frameworks, for mathematics, science and health, and music; (2) sequential learning; and (3) uniformity and consistency of educational experience. The paper concludes by noting that it is the integration of four considerations--the learner, knowledge, personal and social development, and instruction--that determines the quality of educational encounters presented to young children. To over- or under-emphasize any one consideration may produce a flawed curriculum and instructional program. (KB)